Teaching Systemic Design to Foster Sustainability Learning in Non-Design Curricula
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| Title: | Teaching Systemic Design to Foster Sustainability Learning in Non-Design Curricula |
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| Language: | English |
| Authors: | Amina Pereno, Asja Aulisio |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(3):714-733. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainability, Sustainable Development, Design, Systems Approach, Rural Areas, Economic Factors, Interdisciplinary Approach, College Students, Units of Study, Teamwork, Student Projects, Online Courses, Cultural Awareness, Multicultural Education |
| DOI: | 10.1108/IJSHE-03-2024-0225 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: Circular economy and sustainable development in rural areas are phenomena that call for new skills and knowledge encompassing methods and tools to foster systemic thinking. Over the past 20 years, the design discipline has significantly turned towards complexity, advocating a "designerly" approach to systems thinking that brings the focus closer to humanity. This paper aims to present a successful teaching module on systemic design as a case research study for designers and non-designers in a cross-disciplinary educational context. Design/methodology/approach: The authors detail a European case study where four universities conducted a cross-disciplinary online training programme on sustainability and circular economy in rural areas for higher education students. This paper discusses a teaching module in systemic design that integrated theoretical learning with practical teamwork within a short timeframe. The programme involved collaboration with industrial partners and promoted varied interaction patterns in an intercultural teamwork activity. Findings: Educational outcomes were assessed by examining students' projects and conducting a survey to gauge learners' perspectives. This paper showcases the potential of teaching systemic design outside traditional design arenas and the personal and professional benefits accessible to non-designers. In addition, it discusses the challenges of learning in an interdisciplinary, intercultural environment, as well as the limitations and potentials of digital learning tools. Originality/value: This knowledge is valuable for educators in higher education and professionals seeking to establish sustainability initiatives and teaching strategies that address emerging skills related to systems and design thinking. The educational experience described here underscores the significance and effectiveness of cross-disciplinary online training through digital platforms to facilitate international collaboration in sustainability education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503418 |
| Database: | ERIC |
| Abstract: | Purpose: Circular economy and sustainable development in rural areas are phenomena that call for new skills and knowledge encompassing methods and tools to foster systemic thinking. Over the past 20 years, the design discipline has significantly turned towards complexity, advocating a "designerly" approach to systems thinking that brings the focus closer to humanity. This paper aims to present a successful teaching module on systemic design as a case research study for designers and non-designers in a cross-disciplinary educational context. Design/methodology/approach: The authors detail a European case study where four universities conducted a cross-disciplinary online training programme on sustainability and circular economy in rural areas for higher education students. This paper discusses a teaching module in systemic design that integrated theoretical learning with practical teamwork within a short timeframe. The programme involved collaboration with industrial partners and promoted varied interaction patterns in an intercultural teamwork activity. Findings: Educational outcomes were assessed by examining students' projects and conducting a survey to gauge learners' perspectives. This paper showcases the potential of teaching systemic design outside traditional design arenas and the personal and professional benefits accessible to non-designers. In addition, it discusses the challenges of learning in an interdisciplinary, intercultural environment, as well as the limitations and potentials of digital learning tools. Originality/value: This knowledge is valuable for educators in higher education and professionals seeking to establish sustainability initiatives and teaching strategies that address emerging skills related to systems and design thinking. The educational experience described here underscores the significance and effectiveness of cross-disciplinary online training through digital platforms to facilitate international collaboration in sustainability education. |
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| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-03-2024-0225 |
